Oxidation-reduction Reaction Teaching Activity
The following is an example of a teaching activity on the oxido-reduction reaction: ** 1. Teaching objectives ** 1. ** Knowledge and Skill Target ** - To enable students to understand the concepts related to the oxido-reduction reaction. - To let the students grasp the characteristics and nature of the oxido-reduction reaction. 2. ** Course, Method, and Target ** - Through asking questions, organizing students to discuss and communicate, and group cooperation, the nature and characteristics of the oxidoreduction reaction were revealed, and the students 'ability to accurately understand the concept from a microscopic perspective was cultivated. 3. ** Emotions, attitudes, and values ** - Through exchanges and discussions, they could strengthen the cooperative learning between students. - Students were taught to understand the application of the oxido-reduction reaction in industrial and agricultural production and daily life, and to understand the important role of chemistry in improving the quality of human life and promoting social development. ** 2. Important and Difficult Points in Teaching ** 1. ** Teaching Focus ** - The nature and characteristics of the oxido-reduction reaction. 2. ** Teaching Difficulties ** - The nature of the oxido-reduction reaction. ** 3. Teaching process ** 1. ** import (import)** - Through the use of multi-media, some common chemical reactions were displayed, such as the image of the combustion of h2 and the image of the reduction of copper dioxide by h2. Then, please write down the chemical equations of the reaction, such as 2h2 + o2 = 2h2o, cuo + h2 = h2o + cuo. Then, the students were asked to judge whether these reactions were oxido-reduction reactions according to the knowledge they had learned in junior high school. The students were guided to discuss and come to the conclusion that the reaction with the participation of O2 was an oxido-reduction reaction. The above two reactions both had the participation of O2, so they were oxido-reduction reactions. 2. ** Analyzing the problem ** - Ask the students if there is any change in the chemical valency of the elements in the above reaction, and ask the students to mark the elements with the change in chemical valency. Using the example of <
>, the students were asked to discover the change in the valency of elements in the oxido-reduction reaction. Then, it explained that the oxidiser (such as O2/Cl2) would be reduced in the reaction, and the reducing agent (such as H2) would be oxided.
- Then, more reaction equations were shown through the media, such as = h2 + zncl2>,<2na + cl2>=2nacl>,<2kclo3>= 2kcl2 + 3o2>,= mncl2 + cl2 + h2o>,= caco3 +2nacl>,, etc. Let the students discuss and communicate, and classify them according to whether the chemical valency of the elements changes when the reagents change into products. Let the students understand that one kind of reaction is a reaction with a change in chemical valency (such as 1, 2, 3, 4), and the other kind is a reaction without a change in chemical valency (such as 5, 6). From this, it can be concluded that the characteristic of the oxido-reduction reaction is that the chemical valency of some elements participating in the reaction changes before and after the reaction.
3. ** Exchange and discussion **
- Show two reactions, 2na+ cl2 = 2nacl and h2 + cl2 = 2hcl2. Ask the students if these two reactions are oxido-reduction reactions and if their reaction processes are the same. Then, ask the students to write down the structure diagrams of the atoms,,,. According to the atomic structure diagram, the reaction process was analyzed. For example, the Na atom was easy to lose electrons in the reaction, the Cl-atom was easy to gain electrons, and the H-atom was easy to gain electrons.
4. ** Solve the problem **
- The illustrations in the textbook will be shown. Students are asked to understand the formation process of <> and <> according to the content of the pictures, thus revealing the essence of the oxido-reduction reaction. From the atomic structure diagram, it can be seen that the reaction process of and <> ci>> is a process of electron gain and loss (> has 1 electron in the outermost layer of the atom, and has 7 electrons in the outermost layer of the atom).
5. ** Reflection after class **
- The teacher reviewed the entire teaching process, thinking about whether the teaching method was appropriate, and how the students grasped the key and difficult points. For example, whether the students were given enough guidance when explaining the nature of the oxidoreduction reaction, whether the students had difficulties in analyzing the change of chemical valency and electron transfer, and so on.
6. ** Homework arrangement **
- The students would be given some exercises on the oxidoreduction reaction, such as determining whether a given reaction was a oxidoreduction reaction, finding out the oxidiser and the reducing agent in the reaction, etc. They could also look up materials to find some examples of oxidoreduction reactions in their lives and analyze their principles.
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